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HIGH  SCHOOL 

M.WI  AI. 


ISSUED  .X  OINTLY  BY 

THE  UNIVERSITY  OF  IDAHO 

YISTI  ) THE 

STATE  DEPARTMENT  OF  EDUCATION 


Pocatello 
Tee  Advance  Print 

1901 


INTRC  )DUCTION . 


In  presenting  the  outline  and  suggestions  contained  in 
this  Course  of  Study  the  University  and  State  Department 
of  Education  have  been  guided  largely  by  the  recommenda- 
tions of  the  Committee  of  Ten,  together  with  such  suggestions 
and  amendments  as  have  been  made  by  the  N.  E.  A.  in  re- 
cent years.  In  the  course  of  its  preparation  many  other  State 
courses  of  study  were  examined  and  much  credit  for  very 
many  valuable  suggestions  is  due  to  a comparison  of  these 
courses. 

The  State  Association,  convened  at  Mountain  Home  in 
1900,  adopted  resolutions  to  the  effect  that  a system  of  ac- 
crediting the  High  Schools  to  the  University  is  demanded.  To 
accomplish  the  purpose  of  those  resolutions  has  been  one  aim 
of  this  Course  of  Study.  The  amount  of  work  necessary  to 
prepare  for  any  group  of  college  studies  is  listed  and  the 
amount  of  credit  to  be  given  for  the  same. 

We  would  urge  that  High  Schools  be  provided  with  a ref- 
erence library  and  respectfully  recommend  that  in  the  pur- 
chase of  same,  great  care  be  exercised  in  the  selection  of 
books,  buying  one  year  along  one  or  two  lines  and  the  next 
along  other  lines  until  the  library  is  well  rounded.  One  or 
two  reference  books  on  a subject  are  not  as  satisfactory  as  a 
group  of  works  in  which  intensive  study  can  be  made. 


975986 


4 


MODEL.  COURSES. 


MODEL  COURSES* 


The  courses  here  given  are  to  be  used  as  standard  state 
courses,  to  furnish  models  for  the  arrangement  of  high  school 
courses.  The  courses  are  sufficiently  flexible  to  meet  local 
conditions.  Because  it  is  not  considered  advisable  for  small 
high  schools  to  carry  more  than  one  course  of  study,  they 
should  conform  as  closely  as  possible  to  the  standard  course. 


ONE  YEAR  COURSE. 


Mathematics 

English 

Book-keeping 


For  schools  having  three  teachers. 

GRADE  IX. 

5 Mathematics. . . 

5 English 

5 Reviews 

5 Physiology 


5 

5 

5 

5 


20 

TWO  YEAR  COURSE. 

For  schools  having  four  to  six  teachers. 

GRADE  IX. 

Algebra 5 Algebra^ 

English 5 English 

Book-keeping 5 Physiology 

Latin 5 Latin 


20 


5 

5 

5 

5 


20 


20 


GRADE  X. 


Algebra 5 

General  History 5 

Caesar 5 


Botany . . 3 English . . 2 5 

20 


Arithmetic 5 

GeneralHistory 5 

Caesar 5 


Botany.. 3 English.. 2 5 


20 


MODEL  COURSES. 


THREE  YEAR  COURSE. 

For  schools  having  six  to  eleven  teachers. 

GRADE  IX. 


Algebra 

5 

Algebra  

5 

English 

5 

English 

5 

Book-keeping 

5 

Physiology 

5 

Latin 

5 

Latin 

5 

20 

20 

GRADE  X. 

Algebra 

5 

Arithmetic  

5 

General  History 

5 

General  History 

5 

Botany.. 3 English.. 2 . 

5 

Botany . . 3 English . . 2 . 

5 

Caesar 

5 

Caesar 

5 

20 

20 

GRADE  XI. 

Cicero 

5 

Cicero 

. ..  .5 

English 

English 

Physics 

Physics.. . 

. 5 

Geometry 

5 

Geometry 

5 

20 

20 

FOUR  YEAR  COURSE. 

For  schools  having  more  than  eleven  teachers. 

GRADE  IX. 


Algebra 5 

Latin 5 

English 5 

5 


Algebra 5 

Latin 5 

English 5 


20 


20 

GRADE  X. 

Algebra 5 Arithmetic 5 

Caesar 5 Caesar 5 

History 5 History 5 

Botany.  A English.. 2 5 Botany.. 2 English.. 3 5 


20 


20 


MODEL  COURSES. 


6 


Plane  Geometry 

Cicero  

Physics . . 3 English . . 2 


Vergil 

Chemistry.  .2  English 


GRADE  XI. 

....  5 Plane  Geometry 5 

5 Cicero 5 

5 Physics.. 2 English.. 3 5 

....5  5 

20  20 

GRADE  XII. 

5 Vergil 5 

3 ...  5 Chemistry . . 2 English ., . 3 . . . 5 

5 5 

5 5 


20  20 

1.  Where  the  subject  to  be  taught  is  not  specified,  the 
school  may  select  any  subject  from  the  list  in  the  University 
Entrance  Itequirments,  or  add  any  other  important  branch. 

2.  Where  German  or  French  is  to  be  taught  for  students 
pursuing  special  courses  it  is  recommended  that  the  modern 
language  study  begin  in  the  Eleventh  Grade  and  continue 
through  the  Twelfth  Grade. 

CLASSICAL  COURSE. 

Place  Greek  in  Eleventh  and  Twelfth  Grades.  If  modern 
languages  are  to  be  studied,  place  them  in  the  last  two  years. 

SCIENTIFIC  COURSE. 

Substitute  modern  languages  for  all  or  a part  of  Latin  in 
the  model  course.  A two  years’  course  in  Latin  followed  by  a 
two  years’  course  in  a modern  language  is  recommended. 
Proper  attention  should  be  given  to  the  science  work  by  sub- 
stituting the  required  sciences  where  the  work  is  optional. 

PREPARATORY  TO  ENGINEERING. 

Those  preparing  for  Engineering  groups  in  the  University 
should  have  Trigonometry  in  the  Twelfth  Grade.  The  lan- 
guage work  may  be  ancient  or  modern. 

BUSINESS  COURSE. 

That  a course  preparing  for  business  life  may  have  suffi- 
cient breadth  of  scholarship,  it  is  recommended  that  the  mod- 
el course  be  followed  with  the  placing  of  business  studies 


MODEL  COURSES. 


where  studies  are  optional.  A business  course  similiar  to  the 
two  year  course  for  High  Schools,  substituting  in  place  of  Lat- 
in, Commercial  Law  in  one  year  and  Orthography  and  Busi- 
ness Composition  in  the  other  year,  is  the  least  amount  of 
work  for  this  sort  of  a course  that  the  State  Department  will 
recognize. 

ADDITIONAL  COURSES. 

The  larger  high  schools  arranging  any  additional  courses 
are  urged  to  follow  the  model  course  for  the  first  two  years. 
Special  courses  may  be  formed  by  making  slight  changes  in 
the  Eleventh  and  Twelfth  years. 

A SINGLE  COURSE  ADVISED. 

Except  in  the  larger  cities  it  is  a mistake  to  offer  a variety 
of  courses  in  the  High  School. 

Additional  courses  increase  the  number  of' classes,  dimin- 
ish the  size  of  the  class  and  lessen  the  time  the  teachers  can 
give  to  the  class.  Substitution  should  be  allowed  to  those 
pupils  only  who  are  preparing  for  college  and  their  work 
should  be  arranged  in  accordance  with  the  above  suggestions. 
In  this  way  the  body  of  the  high  school  will  follow  one  course, 
differentiating  only  where  necessary.  Adopt  a single,  care- 
fully selected  course  and  let  the  undivided  energy  of  teachers 
and  pupils  be  given  to  its  pursuit. 

UNITING  CLASSES. 

It  is  often  of  no  consequence  which  of  two  subjects  comes 
first  in  the  course.  Where  the  classes  are  many  and  small, 
arrange  the  course  so  that  both  grades  can  take  care  of  one  of 
the  two  subjects  together  the  first  year  and  have  no  class  in 
the  other.  The  next  year  let  both  of  these  grades  take  the 
other  subject.  For  example,  suppose  Botany  and  Physics  are 
to  be  taught  in  alternate  years.  In  1901  both  grades,  Tenth 
and  Eleventh,  take  Physics,  there  being  no  class  in  Botany 
that  year.  The  next  year,  the  Tenth  Grade  having  become 
the  Eleventh,  take  Botany  with  the  Tenth  Grade.  The  union 
of  classes  may  of  course  necessitate  slight  variations  of  the 
outlined  course. 


8 


NOTES  TO  THE  COURSE  OF  STUDY. 


COMMON  BRANCHES  FOR  ADVANCED  GRADES. 

In  the  last  year  of  the  course  place  should  be  provided  for 
reviews  in  Arithmetic,  Grammar,  and  such  other  common 
branches  as  may  he  necessary.  This  work  should  be  a careful 
study  of  the  fundamental  principles  of  the  subject.  Pupils  of- 
ten leave  school  with  an  inadequate  knowledge  of  the  com- 
mon brancnes.  A review  in  the  last  year  will  enable  the  pupil 
to  apply  the  principles  he  has  learned  in  the  other  subjects  to 
the  thorough  understanding  of  the  common  branches. 


NOTES  TO  THE  COURSE  OF  STUDY. 


ALGEBRA. 
(See  Mathematics.) 


BOTANY. 

One  year  should  be  given  to  Botany,  beginning  with  the 
Fall  Term  and  continuing  to  the  end  of  the  school  year. 

The  laboratory  must  be  well  lighted,  from  a north  sky  if 
possible.  It  should  be  provided  with  firm  tables,  27  or  28 
inches  high,  and  needful  shelves  and  cases  at  the  sides  of  the 
room.  The  microscopes  should  be  of  standard  make,  magni- 
fying from  75  to  about  600  diameters.  The  instruments  made 
by  Bausch  and  Lomb  in  the  United  States  and  those  made  by 
Leitz,  Reichert  or  Zeiss  in  Germany  are  recommended.  An 
instrument  with  coarse  and  fine  adjustments,  with  2-3  and  1-6 
inch  objectives  and  one  or  two  oculars  will  prove  very  service- 
able. 

Each  microscope  should  be  provided  with  a set  of  disect- 
ing  instruments,  containing  a scalpel,  forceps,  scissors  and 
pipette.  Glass  slips,  cover  glasses,  alcohol  and  the  re-agents 


NOTES  TO  THE  COURSE  OF  STUDY. 


9 


called  for  by  the  text  should  be  freely  supplied.  There  should 
be  one-fifth  as  many  microscopes  as  there  are  students  in  the 
class. 

A suitable  reference  herbarium  should  be  established  con- 
taining species  of  native  plants,  and  good  specimens  of  the 
great  types  not  found  in  the  regions.  These  may  be  obtained 
by  exchance  with  other  schools. 

A laboratary  text  is  recommended  and  the  student  should 
be  taught  the  structure,  physiology  and  classification  of  plants 
and  the  methods  of  study  of  living  plants.  Enough  technical 
terms  should  be  taught  to  enable  the  pupil  to  be  intelligent 
in  his  descriptions. 

Require  the  student  to  make  careful  drawings  in  his  note 
book  at  every  stage  of  the  work,  and  to  accompany  these  by 
concise  descriptions. 

In  addition  to  the  laboratory  work  above  noted  the  student 
should  analyze  and  mount  at  least  thirty-five  specimens  of  na- 
tive plants,  representing  the  larger  groupes  of  the  vegetable 
kingdom,  standard  herbarium  sheets  111  by  161  inches,  being 
used  for  this  work. 

REFERENCE  BOOKS. 

Arthur,  Barnes  and  Coulter’s  Plant  Dissection,  ($1.25) 
Bessey’s  Essentials  of  Botany,  ($1.25) 

Gray’s  Structural  Botany,  ($2.00) 

Bennett  and  Murray’s  Handbook  of  Cryptogramic  Botany 
($5.00) 

Coulter’s  Plant  Relations,  ($1.10) 

Good  ale’s  Physiological  Botany,  ($2.00) 

MacDongal’s  Experimental  Plant  Physiology,  ($1.00) 
Britton’s  Manual  of  Botany,  ($2.00) 

Gray’s  Manual  of  Botany,  Sixth  Edition,  ($1.25) 
Underwood’s  Molds,  Mildews  and  Mushrooms,  ($1.25) 
Coulter’s  Manual  Rocky  Mountain  Botany. 

CHEMISTRY. 

Throughout  the  first  half  year,  there  should  be  three  per- 
iods of  recitation  and  three  periods  of  laboratory  work  per 


NOTES  TO  THE  COURSE  OF  STUDY. 


week  ; and  throughout  the  second  half  year,  two  periods  of 
recitation  and  three  of  laboratory  work. 

The  laboratory  work  should  be  based  upon  a good  text 
book  and  the  work  so  conducted  that  the  student  will  see  and 
establish  a proper  connection  between  the  theoretical  part  of 
the  work  and  the  facts  upon  which  they  are  based. 

The  furnishing  of  a laboratory  for  work  in  chemistry  for  a 
class  of  from  ten  to  fifteen  students  need  not  exceed  twenty- 
five  dollars.  A table  five  by  fifteen  feet  surface  area  and 
three  and  one-half  feet  high,  a case  for  chemicals  and  refer- 
ence books  and  a supply  of  water  will  give  the  necessary 
equipment. 

The  apparatus  and  chemicals  to  be  bought  will  be  deter- 
mined by  the  text  in  use.  The  probable  cost  for  a class  of  ten 
students  to  carry  on  the  work  required  to  enter  the  Freshman 
class  of  the  University  would  be  eighty  dollars. 

The  pupil  should  be  encouraged  to  consult  reference  books 
at  all  stages  of  his  work.  A few  of  the  best  are  listed  below: 

REFERENCE  BOOKS. 

Chemistry  (briefer  course)  Remsem, 

Elementary  Chemistry,  Neweth, 

Experimental  Chemistry,  Newell, 

Laboratory  Manual,  Nicholson  & Avery, 

Laboratory  Manual,  Keysor, 

Elements  of  Inorganic  Chemistry,  Shepard, 

Manual  of  Chemistry,  Storer  and  Lindsay, 

Inorganic  Chemistry  (advanced  course)  Remsen, 

Organic  Chemistry,  Remsen, 

The  Birth  of  Chemistry,  Rod  well, 

Practical  Chemistry,  Harcourt  & Madan, 

History  of  Chemistry,  Venable, 

The  Periodic  Law,  Newlands, 

John  Dalton  and  the  Rise  of  Modern  Chemistry,  Chemical 
Pub.  Co., 

The  Discovery  of  Oxygen,  parts  I and  II,  Chemical  Pub. 
Co., 


NOTES  TO  THE  COURSE  OF  STUDY. 


11 


Experiments  on  Air,  Chemical  Pub.  Co., 

Liquiflcation  of  G-ases,  Chemical  Pub.  Co. 

ENGLISH. 

For  the  following  outlines  in  English,  acknowledgements 
are  made  to  the  “Report  of  the  Committee  on  English  for 
High  Schools  to  the  Association  of  Superintendents  and  Prin- 
cipals of  Nebraska.” 

The  pupils  should  be  required  to  make  written  reviews  of 
the  books  read  at  home.  An  outline  of  points  to  be  covered 
should  be  given  by  the  teacher.  Reference  books  upon  the 
teaching  of  these  outlines  are  given  at  the  close. 

NINTH  GRADE. 

I.  — Technical  English. 

1.  Grammar  Study.  A review  of  principles  and  in- 
flections adapted  to  the  needs  of  the  class.  Gram- 
mar for  use  rather  than  discipline  is  intended. 

2.  Capitalization. 

3.  Punctuation. 

4.  Abreviation. 

5.  Forms  of  composition. 

a.  Heading. 

b.  Margin. 

c.  Indention  of  paragraphs. 

d.  Folding  and  indorsement. 

A.  Marks  for  correction  of  essays. 

7.  Review  of  ordinary  letter  forms. 

8.  Etymology  as  occasion  arises. 

9.  Orthography  and  orthoepy  incidentally. 

10.  Tense  formation. 

I I. — Constructive  English. 

1.  Extend  the  work  as  outlined  in  the  preceding 
grades. 

2.  Description.  A study  of  individual  and  class  vis- 
ualization. 


LIBRARY  _ 

UNIVERSITY  OP  lH.WOra 


12 


NOTES  TO  THE  COURSE  OF  STUDY. 


Suggested  Exercises.— As  an  example  of  in- 
dividual vizualization,  ask  the  student  to  vizual- 
ize  some  friend  or  prominent  character  in  town  ; 
as  an  example  of  class  vizualization,  he  may  de- 
scribe briefly,  by  use  of  class  characteristics,  a po- 
liceman and  a doctor.  Many  exercises  of  a similiar 
nature  will  suggest  themselves  to  the  teacher. 

3.  Individual  and  class  characterization. 

4.  Visualization  of  places  continued. 

5.  Visualization  of  interiors. 

Suggested  Exercises.— In  connection  with 
this  topic,  the  student  may  be  asked  to  write  sev- 
eral themes  in  which  the  visualization  of  the 
room  will  suggest  the  character  of  the  occupant. 

These  exercises  should  not  be  given  until  the 
student  has  written  effective  descriptions  of  sev- 
eral rooms. 

6.  Mood  study. 

Suggested  Exercises.— Describe  people 
who  are  angry,  who  are  happy,  who  are  sad,  etc. 

Suggestions. — As  occasion  arises,  the  work 
in  technical  English  should  be  done  in  connection 
with  the  constructive  work. 

In  all  written  work,  consider  natural  and  easy 
expression  of  chief  importance. 

It  is  also  advised  that  every  written  exercise 
be  carefully  corrected  by  the  teacher,  and  then  re- 
turned to  the  pupil. 

III.— Interpretative  English. 

1.  Continue  the  study  of  poetic  and  emotional  words. 
Explain  the  various  classes  and  have  the  student 
bring  examples  of  each  class.  Then  begin  “Evan- 
geline,” emphasizing  the  study  of  words.  (See 
Dr.  Sherman’s  “Elements  of  Literature.”) 

2.  Continue  the  study  of  “effects”  of  kind  and  degree. 

3.  Study  of  types. 


NOTES  TO  THE  COURSE  OF  STUDY. 


13 


4.  Prose,  poetic  and  emotional  phrases.  A study  of 
the  borrowed  element  in  figures  and  figurative 
phrases. 

Suggestions. — Have  the  student  bring  ex- 
amples, such  as  “sighing  treetops,”  and  ask  him 
to  explain  the  derivation  and  force  of  the  bor- 
rowed element  in  each  example.  Apply  this  work 
to  the  selections  studied  during  the  year. 

5.  A more  extended  study  of  the  elements. 

Suggestions. — Selected  poems  from  Tenny- 
son, such  as  “The  Lotus  Eaters,”  “The  Passing  of 
Arthur,”  and  “Sir  Galahad”  may  be  used  very  ef- 
fectively in  the  study  of  figures,  phrases  and 
words. 

6.  The  following  points  should  he  carefully  studied 
in  connection  with  all  books  assigned:  (a)  the 
author’s  meaning;  (b)  the  central  thought  or  pur- 
pose; (c)  is  the  interest  of  the  book  mainly  in  the 
characters  or  the  incidents? 

“Marmion,”  “The  Cricket  on  the  Hearth,” 
“Sohrab  and  Rastum,”  and  “The  Lady  of  the 
Lake”  may  be  studied  in  the  same  manner  as 
the  work  already  outlined,  but  none  of  these  selec- 
tions furnish  sufficient  material  for  the  study  of 
characterization.  “Captains  Courageous”  might 
be  used  for  the  study  of  effects  in  this  grade. 

7.  Selections  for  reading  at  home. 

Each  student  will  select  from  this  list  and  re- 
port as  directed. 

a.  Hawthorne:  The  Gray  Champion,  The  Gen- 
tle Boy,  Endicott  and  the  Red  Cross. 

b.  Longfellow:  Tales  of  a Wayside  Inn. 

c.  Poe:  The  Gold  bug,  The  Purloined  Letter. 

d.  Dickens:  A Christmas  Carol. 

e.  Scott:  The  Talisman,  The  Lady  of  the  Lake. 

f.  Cooper:  The  last  of  the  Mohicans,  The  Spy. 

g.  Hughes:  Tom  Brown’s  School  Days. 


14 


NOTES  TO  THE  COURSE  OF  STUDY. 


h.  Franklin:.  Autobiography. 

i.  Hale:  The  Man  Without  a Country. 

j.  Dickens:  Nicholas  Nickleby. 

k.  Dodge:  Hans  Brinker. 

l.  Stevenson:  Treasure  Island, 

m.  Bayard  Taylor:  Lars. 

n.  Warner:  Being  a Boy. 

o.  Eggleston:  The  Hoosier  Schoolmaster. 

p.  Dana:  Two  Years  Before  the  Mast. 

q.  Porter:  Scottish  Chiefs. 

r.  Dickens:  The  Old  Curiosity  Shop.  * 

s.  Eggleston:  American  War  Ballads. 

t.  Irving:  Life  of  Washington. 

u.  de  Amicis:  Cuore. 

TENTH  GRADE. 

I.  -Technical  English. 

In  this  grade  attention  should  be  given,  as  the 
needs  of  the  pupils  demand,  to  the  points  mentioned 
in  the  Ninth  Grade.  While  instruction  in  technical 
matters  should  now  be  incidental,  it  should  by  no 
means  be  neglected.  A list  of  common  errors  in  Eng- 
lish is  here  given  for  the  use  of  both  teacher  and  pu- 
pil in  the  revision  of  exercises. 

1.  Misplaced  modifiers. 

2.  Lack  of  concord. 

a.  Subject  and  verb. 

b.  Adjective  and  noun. 

c.  Pronoun  and  antecedent. 

d.  Subject  and  complement. 

e.  Principal  and  subordinate  verb. 

3.  Mistakes  of  case. 

4.  Mistakes  of  mood. 

5.  Misuse  of  shall  and  will. 

6.  Adjective  or  adverb. 

7.  Conjunctions  and  prepositions. 

8.  Reference  of  pronouns. 


NOTES  TO  THE  COURSE  OF  STUDY. 


15 


9.  Unrelated  participles. 

10.  Double  negatives. 

11.  Wrong  Verb  forms. 

12.  Improprieties  and  barbarisms. 

II.  — Constructive  English. 

1.  Conversation  that  characterizes. 

Suggested  Exercise.— Ask  the  student  to 
introduce  two  or  more  characters  into  his  theme, 
and  make  the  reader  understand  the  character  of 
each  by  means  of  the  conversation. 

2.  Conversation  that  shows  mood. 

3.  Visualization  and  characterization  of  a crowd. 

4.  Associational  themes. 

Suggested  Exercises. — Describe  a place  in 
such  a manner  that  a stranger  would  wish  to  see 
it.  Describe  a place  or  a room  in  such  a manner 
that  the  associational  feelings  are  sad.  Many  ex- 
ercises of  a similar  nature  may  be  assigned. 

5.  Character  through  mood. 

6.  Write  character  sketches,  selecting  as  subjects  the 
various  characters  found  in  “Elaine.” 

7.  During  this  and  the  following  year  the  fundamen- 
tal principles  of  good  composition  should  be  sys- 
tematically presented.  The  main  stress  should 
be  laid  upon  numerous  short  themes  and  occas- 
ional longer  ones.  Paragraph  themes  in  descrip- 
tion of  persons,  places  and  objects  within  the  ex- 
perience or  observation  of  the  pupil  may  be  con- 
tinued. Point  of  view,  selection  and  arrangement 
of  details,  vividness  and  accuracy  should  receive 
attention. 

III.  Interpretative  English. 

“Tales  of  a Traveler,”  “The  Vision  of  Sir  Laun- 
fal,”  “Twice  Told  Tales,”  and  “Elaine,”  and  other 
Idylls  constitute  representative  selections  for  study  in 
this  grade.  These  books  or  their  equivalents  may  be 
used. 


16 


NOTES  TO  THE  COURSE  OF  STUDY. 


Study  “Elaine,”  emphasizing  the  work  on  effects. 
Written  preparation  on  the  part  of  the  student  should 
be  required. 

Excellent  results  may  be  obtained  by  reading 
“Elaine”  and  several  of  the  other  Idylls,  omitting  as 
deemed  advisable,  the  first  selections  mentioned. 

Examples  of  the  mode  of  association  may  be  found 
in  “The  Tales  of  a Traveler.”  This  book  will  furnish 
also  some  material  for  the  study  of  the  story.  The 
mode  of  mystery  may  receive  attention  here. 

The  author’s  meaning,  the  central  thought  or 
purpose,  and  the  selection  and  order  of  details,  should 
be  studied  in  connection  with  all  books  assigned  for 
this  grade. 

Selections  for  reading  at  home. 

Irving:  The  Alhambra,  Selections  from  the  Sketch 
book. 

Whittier:  Snowbound,  Among  the  Hills. 

Goldsmith:  The  Deserted  Village. 

Hawthorne:  The  old  Manse,  The  Old  Apple  Deal- 
er, House  of  Seven  Gables,  The  Marble  Faun. 

Lowell:  An  Indian  Summer  Reverie,  The  Oak, 
Beaver  Brook. 

Bryant:  The  Forest  Hymn  and  Others. 

Poe:  The  Fall  of  the  House  of  Usher,  The  Do- 
main of  Arnheim. 

Blackmore:  Lorna  Doone. 

Stevenson:  Travels  with  a Donkey,  An  Inland 
Journey. 

Smith:  A White  Umbrella  in  Mexico. 

Allen:  A Kentucky  Cardinal. 

Brown:  Rab  and  his  Friends. 

“Ouida;”  A Dog  of  Flanders. 

Wordsworth:  Michael,  Hart-Leap  Well. 

Byron'  Chi  Id  e Harold. 

Kipling:  The  Jungle  Book. 


NOTES  TO  THE  COURSE  OF  STUDY. 


17 


Warner:  A-Hunting  of  the  Deer. 

Wallace:  Ben  Hur. 

ELEVENTH  GRADE. 

I.— Technical  English. 

The  direction  for  work  in  the  tenth  grade  should 
here  be  followed.  Attention  should  also  be  given  to 
polite  correspondence  and  to  forms  for  official  and 
other  business. 

II — Constructive  English. 

1.  Subordination. 

Suggested  Exercises.— Write  themes  intro- 
ducing conversation  between  two  people,  and 
make  prominent  the  mode  of  subordination. 
Many  kinds  of  exercises  under  this  topic  may  be 
assigned. 

2.  Interpretative  writing. 

Suggested  Exercises. — Write  short  themes 
in  which  such  prose  statements  as  “it  is  winter” 
are  expressed  in  the  feeling  way. 

3.  Negative  characterization. 

Suggestion. — The  student  should  introduce 
first  character  hints  which  give  the  reader  a mis- 
taken impression.  Hints  which  establish  the  true 
character  should  then  follow. 

4.  Write  short  original  story. 

5.  In  this  grade  an  attempt  should  be  made  to  en- 
large upon  and  complete  the  study  of  fundamental 
principles  begun  in  the  preceding  grades. 

Suggestions.— Narative  descriptive  themes, 
plot,  character  and  mood.  One  element  should  be 
considered  at  a time  and  many  short  exercises  be 
prepared  and  discussed.  A theme  of  some  length 
may  be  undertaken  near  the  close  of  the  year. 
These  themes  should  be  carefully  criticised  and 
revised  in  the  light  of  all  previous  work. 

The  note  books  in  the  study  of  literature 


18 


NOTES  TO  THE  COURSE  OF  STUDY. 


should  he  regarded  as  part  of  the  composition 
work,  and  time  should  be  allowed  for  their  careful 
preparation. 

III. — Interpretative  English. 

The  following  selections  contain  material  suitable 
for  the  eleventh  grade:  Browning,  Selected  Poems; 
Maclaren,  “Beside  the  Bonnie  Brier  Bush;”  Chaplin, 
“Eli”  and  “The  Village  Convict.”  If  time  permits, 
one  of  Tennyson’s  Idylls  or  its  equivalent  may  be  read. 
It  is  suggested  that  the  selections  be  studied  in  the 
order  mentioned  above. 

The  stories  of  “Eli”  and  “The  Village  Convict” 
will  furnish  excellent  material  for  a study  of  visuali- 
sation, character  and  mood.  They  may  also  form  a 
basis  for  the  study  of  story  construction. 

It  is  assumed  that  topics  suggested  before  will  be 
here  kept  in  mind,  and  adapted  to  the  particular  se- 
lection of  prose  or  verse  in  hand.  The  setting,  the 
structure,  the  elements  used,  the  plot,  and  the  central 
thought  will  suggest  topics  in  addition  to  those  al- 
ready mentioned. 

Selections  for  home  reading. 

Goldsmith:  The  Vicar  of  Wakefield. 

Dickens:  David  Copperfield,  and  Oliver  Twist. 
Thackeray:  Vanity  Fair. 

Muloch:  John  Halifax. 

Scott:  Heart  of  Midlothian,  Old  Mortality. 

Howells:  The  Rise  of  Silas  Lapham. 

Wilkins:  A New  England  Nun. 

Barlow:  Irish  Idylls. 

Stevenson:  Master  of  Ballantrae. 

Barrie:  A Window  in  Thrums. 

TWELFTH  GRADE. 

I. —Technical  English. 

1.  Intensive  work  in  Grammar.  Six  or  eight  weeks 
should  be  given  to  this. 


NOTES  TO  THE  COURSE  OF  STUDY. 


19 


II.  — Constructive  English. 

1.  Exposition.  Occasional  themes  should  be  written 
outside  of  class.  Personal  consultation  and  class 
criticism  should  constitute  important  features  not 
only  of  this  particular  topic  but  also  of  all  the 
work  in  English. 

2.  Argument.  Nature  and  purpose.  Kinds.  Order. 
Climax. 

3.  Actual  practice  in  debate. 

4.  The  constructive  work  of  the  eleventh  grade 
should  be  continued. 

III. — Interpretative  English. 

The  minor  poems  of  Milton,  “Paradise  Lost,”  1 
and  II;  “Silas  Marner,”  and  “Macbeth,”  or  their 
equivalents  are  recommended  as  suitable  books  for 
the  work  in  this  grade. 

The  play  of  “Macbeth,”  should  be  studied  with 
Dr.  Sherman’s  analytic  questions.  A note-book  should 
be  used  by  the  student  and  written  work  handed  in 
at  each  recitation. 

“Silas  Marner”  will  furnish  material  for  the  study 
of  the  novel.  If  time  permit,  the  minor  poems  of 
Milton,  and  “Paradise  Lost”  I and  II,  may  be  taken 
up  for  additional  study. 

The  committee  thinks  it  best  that  all  of  the  in- 
terpretative work  of  the  twelfth  grade  should  be  giv- 
en consecutively  in  the  first  semester;  and  that  the 
technical  and  constructive  English  should  occupy  the 
second  semester. 

Suggestion.— Those  high  schools  that  do  not 
continue  th§  work  beyond  the  Eleventh  Grade  may 
omit  some  of  the  selections  mentioned  in  the  ninth, 
tenth  and  eleventh  grades,  and  select  for  the  last 
year’s  work  Macbeth  or  other  desired  topics  from  the 
work  as  outlined  for  the  twelfth  grade. 

Selections  for  home  reading. 

Emerson:  Friendship,  Self  Reliance. 


20 


NOTES  TO  THE  COURSE  OF  STUDY. 


Wordsworth:  Coleridge,  Byron,  Keats,  Shelley. 
Burns:  Selected  poems. 

Arnold:  On  the  study  of  Poetry,  Culture,  and 
Anarchy. 

Holmes:  The  Autocrat  of  the  Breakfast  Table. 
George  Eliot:  Bomolo,  and  Adam  Bede. 

Addison:  Sir  Roger  deCoverley. 

Ruskin:  Of  Kings’  Treasuries. 

Lamb:  Essays  of  Elia. 

Tarbell:  Abraham  Lincoln. 

Hawthorne:  Our  Old  Home. 

Shakespeare:  The  Tempest.  A Midsummer  Kiglit’s 
Dream,  As  You  Like  it,  Twelfth  Night. 
Olivant:  Bob,  Son  of  Battle. 

Thompson:  Wild  Animals  That  I Have  Known. 
Scott:  Ivanhoe. 

Kingsley:  Westward  Ho! 

REFERENCE  BOOKS. 

Analytics  of  Literature,  L.  A.  Sherman. 

Elements  of  Literature,  L.  A.  Sherman. 

Analytic  Questions  on  Shakespeare’s  Plays,  L.  A. 
Sherman. 

Books  adopted  in  State  Regular  and  Supplement- 
ary List. 

A First  Sketch  of  English  Literature,  Henry 
Morley. 

English  Literature,  Taine. 

FRENCH. 

The  first  year’s  work  should  be  thorough  instruction  in 
pronunciation  and  the  rudiments  of  grammar  with  especial 
attention  to  these  topics:  “The  conjugation  of  regular,  and 
the  more  usual  irregular  verbs,  such  as  dire,  faire  and  the 
classes  represented  by  dormir,  connaitre,  conduire,  and 
craindre;  the  forms  and  positions  of  the  personal  pronouns;  the 
use  of  other  pronouns  and  pronominal  adjectives;  the  inflec- 
tion of  nouns  and  adjectives  for  gender  and  number,  except- 
ing rare  cases,  and  the  partitive  constructions. 


NOTES  TO  THE  COURSE  OF  STUDY. 


21 


The  second  year’s  work  should  include  syntax  and  the 
reading  of  ordinary  Nineteenth  Century  prose  judiciously, 
varied  with  such  short  pieces  of  poetry  as  the  teacher  may  se- 
lect. 

GERMAN. 

The  essentials  of  grammar  should  be  regarded  as  the  work 
of  the  first  year  with  easy  readings  in  the  latter  part  of  the 
year.  The  chief  topics  for  drill  are:  the  declension  of  artic- 
les, adjectives,  pronouns  and  such  nouns  as  are  easily  classi- 
fied; the  conjugation  of  the  weak  and  of  the  more  usual  strong 
verbs;  the  commoner  prepositions;  the  simpler  uses  of  the 
model  auxiliaries;  and  the  elementary  rules  of  syntax  and 
word  order. 

In  the  second  year  the  study  of  formal  grammar  need  not 
occupy  so  much  time,  but  it  should  not  be  neglected.  The 
why’s  and  the  wherefore’s  of  sentence  structure  should  be 
brought  out  by  grammatical  study. 

Students  should  be  held  to  retain  at  least  seventy- five  per 
cent,  of  the  words  found  in  the  texts  read. 

The  committee  of  ten  make  furthermore  the  following  re- 
quirments:  “Ability  to  translate  at  sight  a passage  of  easy 
prose  containing  no  rare  words.  It  is  believed  that  the  re- 
quisite facility  can  be  acquired  by  reading  not  less  than  two 
hundred  duodecimo  pages  of  simple  German.  The  ability  to 
pronounce  German  and  to  recognize  German  words  and  easy 
sentences  when  they  are  uttered.” 

GEOLOGY. 

Geology  should  be  taught  in  an  elementary  way,  training 
the  student  to  notice  the  geological  action  of  the  wind,  rain, 
frost,  stream,  tide,  etc.  The  field  is  the  best  laboratory.  A 
light  pick  and  a geological  hammer  should  be  carried  in  mak- 
ing excursions. 

Small  bits  chipped  from  the  rocks  and  marked,  with  the 
place,  date,  collector  and  name  of  the  specimen  when  learned 
should  go  to  form  the  student’s  collection.  Notes  should  be 
written  out  respecting  the  work  done. 


NOTES  TO  THE  COURSE  OF  STUDY. 


The  following  books  on  Geology  and  Physical  Geography 
should  be  accessible  to  the  student: 

Elements  of  Geology,  LeConte. 

Manual,  Dana. 

Elementary  Geology,  Tarr. 

Story  of  the  Earth,  Hilprin. 

Economic  Geology,  Tarr. 

Minerals  and  How  to  Study  Them,  Dana. 

Ice  Age  in  North  America,  Wright. 

Ancient  Life  History  of  the  Earth,  Nicholson. 

Geological  Story  of  Plants,  Dawson. 

Extinct  Monsters,  Hutchinson. 

The  Forms  of  Water,  Tyndall. 

The  Soil,  King.  . 

Common  Minerals  and  Pocks,  Crosby. 

Physical  Geography,  Tarr. 

Physical  Geography,  Davis. 

GEOMETRY. 

(See  Mathematics.) 

GREEK. 

Those  pursuing  the  Classical  Course  will  take  two  years  of 
Greek.  First  Year:  Elementary  Lessons,  Mastery  of  a Vo- 
cabulary, daily  practice  in  reading  aloud  and  in  writing  Greek 
and  from  fifteen  to  twenty^five  pages  of  Xepophan’s  Anabasis. 
Special  attention  should  be  given  to  noun  and  verb  forms  and 
to  the  elementary  principles  of  syntax. 

Second  Year.  Xenophan’s  Anabasis,  four  books,  or  two 
books  of  the  Anabasis  and  an  amount  of  the  Hellenica  or  of 
other  Attic  Greek,  equivalent  to  two  other  books  of  the  Ana- 
basis. Greek  prose  composition  based  upon  Books  I and  II  of 
the  Anabasis,  or  the  completion  of  twenty-five  to  thirty  les- 
sons from  some  standard  Greek  Composition  Manual. 

GENERAL  HISTORY. 

The  method  advised  is  a combination  of  the  Source  and 
Topic  Methods  of  teaching,  placing  in  the  hands  of  the  pupil 


NOTES  TO  THE  COURSE  OF  STUDY. 


23 


a book  of  sources  like  Sheldon’s  and  a short  narrative  text. 
The  method  of.  procedure: 

1.  Written  answers  to  the  questions  in  the  source  book. 

2.  Criticisms  and  comparison  of  answers.  Proofs  from 

the  text. 

3.  Student  places  in  note-book  all  new  points. 

4.  Student  makes  outline  in  topical  order.  Compare  and 

criticise. 

5.  Writing  of  narative  based  upon  the  outline. 

Each  set  of  topics  taken  up  should  be  treated  as  above 
outlined.  Constant  use  should  be  made  of  historical  maps 
and  pictures.  A number  of  historical  maps  in  colors  should 
be  constructed  during  the  year. 

LATIN. 

First  Year:— A mastery  of  the  forms  and  simple  rules  of 
syntax  as  found  in  Elementary  Text.  Readings  during  later 
part  of  the  year  from  Viri  Romae. 

Second  Year:— Caesar,  four  books,  and  Prose  Composi-' 
tion  based  on  the  text,  one  period  per  week;  or  Caesar  two 
books’ and  fifty  pages  of  miscellaneous  matter  from  Nepos  and 
Yiri  Romae. 

Third  Year:— Cicero,  four  orations.  Prose  conposition 
based  on  text,  one  period  per  week.  The  defense  of  Archias 
should  be  one  of  the  orations,  preferably  taken  last. 

Fourth  Year. — Vergil’s  Aeneid,  four  books,  one  oration 
of  Cicero.  Drill  in  Prosody  and  Poetic  Idioms.  Ability  to 
read  metrically  hexameters  at  sight. 

The  Roman  pronounci ation  should  be  used.  Train  the 
student  in  accurate  and  ready  pronunciation. 

Schools  that  can  do  but  one  or  two  year’s  latin  work 
should  take  the  work  as  here  outlined  by  years  and  not  read 
a part  of  each  year’s  work. 

MECHANICAL  DRAWING. 

The  work  in  Mechanical  Drawing  shall  include  ortho- 
graphic projection,  copy  drawing,  machine  sketching,  tracing 
and  tinting. 


24 


NOTES  TO  THE  COURSE  OF  STUDY. 


MATHEMATICS. 

The  various  subjects  of  mathematics  should  be  so  taught 
that  their  relation  to  each  other  is  apparent.  The  following 
arrangement  is  strongly  advised.  First  year,  Algebra  to  Sim- 
ultaneous Quadratics;  Second  year,  Algebra  through  Logar- 
ithms, one-half  year;  Higher  Arithmetic,  one-half  year.  Third 
year,  Plane  Geometry;  Fourth  year,  Solid  Geometry,  one-half 
year;  Trigonometry,  one-half  year. 

Absolute  accuracy  must  be  insisted  upon.  The  pupil  must 
be  able  to  explain  the  reasons  for  all  steps  taken  in  his  work. 
There  should  also  he  a constant  incentive  to  original  thinking 
on  the  part  of  the  student. 

REFERENCE  BOOKS. 

Mathematical  Recreations,  W.  R.  Ball. 

A History  of  Mathematics,  W.  R.  Ball. 

Experimental  Geometry,  Paul  Bert. 

Six-place  Tables,  Bremicker,  Lemcke  & Buechner. 

Observational  Geometry,  Campbell. 

Introduction  to  Algebra,  Chrystal. 

The  Common  Sense  of  the  Exact  Sciences,  Clifford. 

Arithmetic,  Warren  Colburn. 

Elementary  Synthetic  Geometry,  Dubuis. 

Puzzles  Old  and  New,  Hoffman. 

Computation,  Rules  and  Logarithms,  Holman. 

Inventional  Geometry,  W.  S.  Spenser. 

Mathematical  Essays,  Schubert. 

Geometrical  Drawing,  A.  J.  Pressland. 

PHYSICS. 

At  least  two  hundred  hours  should  be  given  to  the  sub- 
ject. The  method  of  teaching  the  subject  should  be  a com- 
bination of  laboratory  work,  text-book  and  thorough  didactic 
instruction.  Give  at  least  one-half  the  time  to  laboratory 
work. 

Careful  note-book  records  should  be  kept  at  the  time  of 
the  experiment.  The  pupil  should  write  in  good  English  the 
results  of  his  own  observations.  He  should  not  be  permitted 
to  copy  the  wording  of  the  text. 


NOTES  TO  THE  COURSE  OF  STUDY. 


25 


The  laboratory  work  should  have  the  personal  supervision 
of  the  teacher  from  the  laboratory  desk.  Pupils  should  be  re- 
quired to  make  the  experiments  individually  rather  than  in 
groups. 

Water  and  sink  (barrel  tanks  if  necessary),  gas,  electric 
current  and  south  exposure  windows  with  curtains  for  dark- 
ening are  essentials  to  be  provided  whenever  possible.  The 
expenditure  of  a few  dollars  upon  a work  bench  and  tools  will 
enable  much  apparatus  to  be  home  made. 

Spectrum  charts  and  portraits  of  noted  scientific  men  are 
better  than  bare  walls. 

Provide  a well-filled  case  of  reference  books  and  good 
scientific  journals  for  the  reading  table. 

PHYSIOLOGY. 

A considerable  amount  of  laboratory  work  must  accom- 
pany the  work  in  Physiology.  Dissections,  if  possible,  made 
by  the  students  themselves,  must  be  included.  All  prepara- 
tions must  be  studied  and  sketched  by  each  member  of  the 
class. 

The  laboratory  equipment  will  not  need  to  be  much  in  ad- 
dition to  that  already  furnished  for  the  work  in  Botany  and 
Zoology.  Besides  the  study  of  fresh  specimens  each  school 
should  possess  a series  of  typical  mounted  slides  for  illustra- 
tion. This  series  should  comprise  the  following  list  of  slides: 
(1)  frog’s  blood,  (2)  section  of  decalcified  bone,  (3)  sections  of 
developing  bone  and  other  tissue,  (4)  teased  striated  muscle, 
(5)  cross-section  of  striated  muscle,  (6)  cross  and  longitudinal 
sections  of  non-striated  muscle,  (7)  cross  section  of  a nerve,  (8) 
section  of  skin,  (9)  section  of  a hair,  (10)  cross  section  of  artery 
and  vein,  (11)  cross  section  of  trachea,  (12)  section  of  lung,  (13) 
section  of  tongue,  (14)  section  of  salivary  glands,  (15)  section  of 
stomach  wall,  (16)  cross  section  of  small  intestine,  (17)  section 
of  tonsil,  (18)  section  of  lymph  gland,  (19)  cross  section  of  large 
intestine,  (20)  section  of  liver,  (21)  section  of  a pancreas  (22) 
section  of  spleen,  (23)  section  of  kidney,  (24)  section  of  a gang- 
lion, (.25)  section  of  cerebral  cortex,  (26)  section  of  cerebellum, 


NOTES  TO  THE  COURSE  OF  STUDY. 


26 


(27)  section  of  spinal  cord,  (28)  section  of  eye,  (29)  section  of 
tongue  showing  taste-buds,  (30)  section  of  thymus  glands. 
Ground  sections  of  bone,  tissues  with  blood  vessels  injected, 
and  special  preparations  of  nerve  endings  are  exceedingly  re- 
liable, but  more  expensive. 

Good  reference  books  on  anatomy,  physiology  and  hygi- 
ene should  be  supplied.  Consult  with  your  resident  physician 
as  to  the  best  recent  books. 

ZOOLOGY. 

The  Zoology  equipment  is  the  same  as  for  Botany.  A 
small  carefully  selected  collection  illustrating  the  great  groups 
of  animal  life  of  the  region  should  be  provided. 

The  regular  laboratory  work  should  cover  the  study  of  a 
limited  number  of  carefully  selected  types,  and  this  study 
should  be  accompanied  by  notes  and  drawings  in  all  cases. 
The  number  of  forms  studied  in  one-half  year  should  not  ex- 
ceed fifteen. 

Excursions  should  be  planned  and  field  notes  kept  of  ob- 
servations of  animal  life.  The  following  reference  books  are 
good,  i In  addition  provide  books  of  travel  descriptive  of  the 
fauna  of  other  lands: 

Aquatic  Microscopy  for  Beginners,  Alfred  C.  Stokes. 

The  Study  of  Animal  Life,  J.  Arthur  Thompson. 

Life  and  Her  Children,  Arabella  B.  Buckley. 

Winners  in  Life’s  Kace,  Arabella  B.  Buckley. 

Birdcraft,  Mabel  Osgood  Wright. 


UNIVERSITY  ENTRANCE  REQUIREMENTS. 


21 


UNIVERSITY  ENTRANCE  REQUIREMENTS 
FOR  1901  AND  1902 

Applicants  for  admission  to  the  Freshman  class  must  be 
at  least  sixteen  years  of  age,  and  must  present  satisfactory 
evidence  of  good  moral  character.  They  must  submit  to  the 
President,  or  to  the  appropriate  committee,  credentials  from 
their  last  instructor,  or  from  the  institution  last  attended. 

Applicants  from  accredited  schools,  bringing  the  princi- 
pal’s certificate  that  they  have  completed  the  University  re- 
quirements for  a certain  course, will  be  admitted  to  such  course 
without  examination. 

Students  coming  from  schools  not  accredited  are  advised 
to  bring  full,  authenticated  statements  of  work  done,  which 
will  be  considered  on  their  merits,  and  will  facilitate  the 
classification  of  the  student.  Unless  admitted  on  certificate, 
the  candidate  will  be  required  to  take  examinations  in  all  the 
work  outlined  below  for  the  course  he  wishes  to  enter. 

ADVANCED  STANDING. 

Students  who  have  completed  work  of  college  grade  in 
other  institutions  of  recognized  standing  may  receive  credit 
for  the  same  on  entering  this  University,  by  submitting  full, 
authenticated  statements  of  the  ground  covered  and  the  time 
occupied^  Other  students  seeking  advanced  standing  will  be 
required  to  take  examinations. 

ADMISSION  TO  THE  CLASSICAL  COURSE. 

MATHEMATICS. 

Algebra. — The  whole  of  Wells’  High  School  Algebra,  or 
an  equivalent  text.  This  includes  quadratics  and  logarithms. 

Geometry. — The  equivalent  of  Wentworth’s  Plane  and 
Solid  Geometry. 

ENGLISH. 

1.  Composition.— To  test  the  student’s  familiarity  with 
the  fundamental  principles  of  English  Grammar  and  Compo- 


28 


UNIVERSITY  ENTRANCE  REQUIREMENTS. 


sition,  he  will  be  required  to  write  brief  essays  on  themes  as- 
signed at  the  time  and  suggested  by  the  following  works: 

1901  and  1902:  Ivanhoe;  Iliad,  hooks  I,  VI,  XXII  and 
XXIV;  The  Sir  Roger  de  Coverley  Papers;  Yicar  of  Wake- 
field; Ancient  Mariner;  Silas  Marner;  The  Merchant  of  Yen- 
ice. 

1903:  Merchant  of  Venice;  Julius  Caesar;  The  Sir  Roger 
de  Coverley  Papers;  Vicar  of  Wakefield;  Ancient  Mariner; 
Ivanhoe;  Essay  on  Burns;  The  Princess;  Vision  of  Sir  Laun- 
fal;  Silas  Marner. 

2.  Literature. — An  examination  will  be  given  which 
presupposes  a thorough  study  of  the  works  named  below: 

1901-1903:  Macbeth;  Speech  on  Conciliation  with  Amer- 
ica; Essay  on  Milton  and  Addison;  Milton’s  Lycidas,  Comus, 
L ’Allegro  and  II  Penseroso;  Cayley’s  Classic  Myths. 

Xo  candidate  will  be  accepted  in  English  whose  work  is 
seriously  defective  in  point  of  spelling,  punctuation,  gram- 
mar, idiom,  or  division  into  paragraphs. 

LATIX. 

1.  Beginner’s  Book.— Bain's  First  Latin  Book  may  be 
taken  as  an  index  of  the  preparation  required.  If  possible, 
selections  from  Viri  Romae  or  a text  book  of  like  difficulty 
should  be  read  during  the  last  third  of  the  year  and  accom- 
panied by  exercises  in  prose  composition  based  on  the  text. 

2.  Four  books  of  Cassar. 

3.  Three  orations  of  Cicero. 

4.  Prose  composition  based  upon  the  text  of  Cassar  and 
Cicero  read.  The  Roman  pronunciation  of  Latin  is  required. 

Teachers  preparing  students  for  the  University  are  re- 
quested to  devote  special  attention  to  prose  composition 
throughout  the  course. 

Beginning  in  1902  four  orations  of  Cicero  and  Sallust’s 
Catiline  will  be  required. 

GREEK. 

Beginners’  Greek  Book;  forms  and  general  principles  of 
syntax;  reading  of  easy  Greek  narrative;  Xenphon’s  Anabas- 
is, Book  I. 


UNIVERSITY  ENTRANCE  REQUIREMENTS. 


29 


HISTORY. 

A full  year’s  work  in  General,  Greek  and  Roman,  or  Eng- 
lish History,  will  be  accepted.  It  is  recommended  that  at 
least  three  recitations  a week  for  two  years  be  given  to  His- 
tory. 

ADMISSION  TO  THE  SCIENTIFIC  COURSE. 

The  requirements  in  Mathematics,  English  and  History 
are  the  same  as  outlined  for  the  Classical  course.  Two  years 
of  language  other  than  English  and  two  years  of  the  Sciences 
outlined  below  are  required.  For  1901,  Human  Physiology 
and  Physical  Geography,  a half  year  each,  will  be  accepted  in 
the  Science  requirement. 

FRENCH. 

Two  years’  work  should  include: 

(a)  Proficiency  in  elementary  grammar. 

(b)  Ability  to  translate  simple  French  prose  at  sight. 
The  requisite  facility  in  translating  can  be  obtained  by  read- 
ing concurrently  with  the  grammar  from  eight  hundred  to 
one  thousand  pages  of  standard  French. 

(c)  Ability  to  translate  easy  English  prose  into  French. 

(d)  Ability  to  pronounce  French  and  to  recognize  French 
words  and  simple  phrases  when  spoken. 

GERMAN. 

Two  years’  work  should  include: 

(a)  Proficiency  in  elementary  grammar. 

(b)  Ability  to  translate  simple  German  prose  at  sight. 
The  requisite  facility  in  translation  can  be  obtained  by  read- 
ing concurrently  with  the  grammar  five  or  six  hundred  pages 
of  German  prose. 

(c)  Ability  to  translate  easy  English  prose  into  German. 

(d)  Ability  to  pronounce  German  and  to  recognize  Ger- 
man words  and  simple  phrases  when  spoken. 

BOTANY. 

Text. — Bergen’s  “Elements  of  Botany.”  The  require- 
ments represent  a daily  exercise  of  one  hour  five  times  a week 
for  a year,  or  two  hours  three  times  a week,  part  laboratory, 


UNIVERSITY  ENTRANCE  REQUIREMENTS. 


30 


for  the  same  period.  It  is  recommended  that  a note  book 
with  the  experiments  outlined  in  the  text  accompany  appli- 
cant’s standings.  No  work  which  has  not  been  accompanied 
by  some  study  with  the  compound  microscope  will  be  re- 
ceived. This  work  can  be  carried  on  all  through  the  winter 
without  the  facilities  of  a green-house,  provided  the  teacher 
has  preserved  many  of  the  studies  and  tissues  in  alcohol. 
Seeds  can  be  germinated  and  grown  in  a box  of  sawdust  or 
sand  placed  in  a moderately  warm  place  and  one  in  which  the 
temperature  is  equable.  A glass  or  galvanized  iron  tank  in 
the  same  equable  temperature,  when  partly  filled  with  earth 
and  water  plants,  will  give  an  abundant  supply  of  many  fresh 
water  algae,  during  the  colder  season  if  the  water  is  kept  fresh 
by  frequent  renewals. 

PHYSICS. 

The  requirements  represent  a daily  exercise  during  one 
school  year.  The  applicant  will  be  required  to  show  a knowl- 
edge of  Physics  as  given  in  the  better  high-school  text  books. 

CHEMISTRY. 

Entrance  requirements  in  Chemistry  are  the  same  as  out- 
lined under  Courses  1 and  2,  Department  of  Chemistry. 

ZOOLOGY. 

A half-yeat  course  should  include  not  less  than  54  two- 
hour  laboratory  periods  and  18  recitation  periods.  Inverte- 
brate work  only  should  be  attempted.  The  amoeba,  para- 
mecium,  bell-animalcule,  hydra,  clam,  earth-worm,  crawfish 
and  grasshopper  should  be  studied.  The  addition  of  the 
starfish  and  sponge  is  desirable. 

A year’s  work  should  include  further  study  of  insects, 
with  their  transformations,  and  a brief  course  in  vertebrate 
dissection,  using  the  fish,  frog  and  pigeon  as  the  main  sub- 
jects. Several  field  excursions  should  be  made,  and  the  num- 
ber of  laboratory  periods  may  be  reduced  to  45,  equivalent 
time  being  given  to  other  phases  of  the  work. 

There  should  be  at  least  one  compound  microscope  for 
every  four  students.  Other  apparatus  may  be  very  simple.  It 


UNIVERSITY  ENTRANCE  REQUIREMENTS. 


31 


is  not  necessary  to  purchase  marine  material,  as  every  local- 
ity furnishes  animals  enough  for  a good  course. 

ACCREDITED  SCHOOLS. 

Any  high  school  or  academy  whose  course  of  instruction 
carries  the  branches  requisite  for  admission  to  one  or  more  of 
the  courses  of  the  University  may  make  application  to  be 
placed  on  its  accredited  list  of  preparatory  schools.  The  ap- 
plication will  show  the  courses  of  study,  the  number  of  reci- 
tations per  week  in  each  subject,  the  length  of  recitation 
period,  the  number  of  weeks  of  school  in  the  year,  the  labora- 
tory equipment,  number  of  volumes  in  the  library,  etc. 
The  application  should  also  show  the  number  of  teachers  en- 
gaged in  high  school  work,  their  collegiate  training  and  pro- 
fessional experience.  Blank  forms  of  application  will  be  furn- 
ished by  the  Registrar  of  the  University.  On  the  basis  of 
these  returns  a representative  of  the  University  will  visit  and 
examine  the  school.  If  the  Faculty  approve,  after  consider- 
ing the  report  of  the  representative,  the  school  will  be  duly 
recognized  as  one  of  the  accredited  schools  of  the  University 
and  the  fact  will  be  published  in  the  annual  catalogue.  The 
graduates  of  the  school  will  thenceforth  be  admitted  on  the 
certificate  of  the  principal  to  any  collegiate  course  for  which 
they  have  been  fitted. 


UNIVERSITY  ENTRANCE  REQUIREMENTS  PROPOSED 
FOR  1903. 


TO  THE  COLLEGE  OF  LETTERS  AND  SCIENCES. 

SUBJECTS  24  POINTS. 


A. — Required  18  points.  Points. 

Algebra,  (through  Quadratics)  ...  3 

English, 4 

Geometry,  Plane  and  Solid,  ....  3 

History, 2 


32 


UNIVERSITY  ENTRANCE  REQUIREMENTS. 


Points. 

Language,  other  than  English,  (Latin,  4 at 


least) 6 

B. — Optional  6 points. 

English, 2 

French, 2 or  4 

German, 2 or  4 

Greek, 2 or  4 

History, 2 or  4 

Latin, 2 or  4 

Biological  Science,  (Botany,  Zoology)  . 2 

Physical  Science,  (Chem.  or  Physics)  . . 2 

Trigonometry,  Plane 1 

Astronomy  1 1 

Civics,  1 


Geology  1 l Not, more  than  2 

Phys.  Geog.  1 | points  accepted. 

Physiology  and  Hyg.  1 | 

Polit.  Economy  I J 


TO  THE  SCHOOL  OF  ENGINEERING  AND  COLLEGE 


OF  AGRICULTURE. 

SUBJECTS  24  POINTS. 

A.  — Required  12  points,  Points. 

Algebra,  through  Quadratics,  . . 3 

English, 4 

Geometry,  Plane  and  Solid,  ....  3 

Physical  Science,  (Chem.  or  Physics)  . 2 

B.  --Optional  12  points.  Points. 

English  2 

History, 2 or  4 or  6 

French,  4 or  6 

German, 4 or  6 

Greek, 4 or  6 

Latin, 4 or  6 

Manual  Training, 2 

Mechanical  Drawing, 1 


UNIVERSITY  ENTRANCE  REQUIREMENTS. 


33 


Trigonometry,  Plane, 
Astronomy, 

Civics, 


Biological  Science,  (Botany,  Zoology) 
Physical  Science,  (Chemistry  or  Physics) 


Points. 

2 

2 

1 


1 1 
1 I 


Phys.  Geog.  1 

Physiology  and  Hyg.  1 
Political  Economy  1 


1 | Not  more  than  2 
1 I points  accepted. 


CREDITS. 


1.  — A “point”  is  given  for  five  recitations  per  week  of  not 
less  than  40  minutes  each  during  one  semester  of  not  less  than 
18  weeks,  adequate  time  being  given  for  the  preparation  of 
the  lesson. 

2. — No  credit  will  be  given  for  less  than  one  point. 

3. — In  Science  work  partly  done  in  laboratories,  two  per- 
iods of  laboratory  work  are  equivalent  to  one  period  of  recita- 
tion with  the  preparation  therefor. 

4.  — The  total  credit  for  history  is  six  points,  two  in  re- 
quired European  History,  and  four  in  optional  French,  Ger- 
man and  English  History. 

5.  — The  maximum  credit  in  German  or  French  for  en- 
trance to  either  College  is  six  points. 

6.  — A student  who  presents  less  than  the  required  num- 
ber of  points  may  be  conditionally  admitted  by  the  Commit- 
tee on  Courses,  provided  that  the  deficiency  does  not  exceed 
four  points  and  that  the  conditions  be  removed  within  the 
year. 


